Chapter Thirteen Individuals With Visual Impairments

ASOU ASOU GMfE biQ biQ ograms/south/children-s-services/infant-early- childhood-program/day-at-the-movi

Defining Visual Impairments IDEA definition: Visual impairment that, even with correction, adversely affects an individual’s educational performance Legally blind – Corrected vision has acuity of 20/200 or less Functionally blind – Very limited vision Low vision ‒Minimal vision 4

The Eye and How it Works Light enters the eye through the cornea and then moves through the iris into the pupil. The light is converged by the lens and moves through the vitreous humor to focus on the retina where the light is changed into electrical signals that are sent along the optic nerve to the occipital lobe of the brain for interpretation as visual images. 5

6

The Eye and How it Works Myopia (near sightedness) – Light focuses before it reaches the back of the eye Hyperopia (far sightedness) – Light has not focused when it reaches the back of the eye Astigmatism – One or more surfaces of the cornea or lens are not spherical but cylindrical 7

8

Brief History of the Field 1700s – First school for blind youth (in Paris) 1800s – Louis Braille created a system of Braille dots for communication – Schools for the blind opened in the U.S. 1950s and 1960s – Public school classes for child with visual impairments 1970s – Vision training to maximize residual sight – IDEA requires specialized services and access to public school classrooms 9

The Vision Process and Etiology of Visual Impairments – Cornea: Damage/infection limits acuity and visual field – Aqueous fluid: Glaucoma limits acuity and visual field – Iris: Malformation causes light sensitivity – Lens: Cataracts affect vision, color, light sensitivity – Vitreous body: Infection/disease blurs and distorts vision – Retina: Light disruption results in blurred vision – Rod cells in retina: Shape, motion, photosensitivity – Cone cells in retina: Color

Prevention of Visual Impairments – Most visual impairments are genetic in nature but others can be prevented or controlled. – Prenatal care – Early detection through vision screening routinely occurs in schools and during health examinations and physicals – Eye injuries can often be avoided with care and the use of eye protection.

Prevalence of Visual Impairments 2.4% of American school-aged children experience a vision loss significant enough to require special education The U.S. Department of Education reports approximately 26,000 children ages 6-21 received special education services during the school year Low-incidence disability 12

Prevention of Visual Impairments Most visual impairments are genetic Prenatal care Early detection through vision screening Eye safety 14

Characteristics of Individuals with Visual Impairments – Vision Function Problems – Academic Performance – Social and emotional development: Children learn social interactions through nonverbal language that is often perceived through visual means – Educational implications: Children with visual impairments may rely on tactile and auditory stimuli to maximize their learning – Independent living skills: Skills for independent living are taught from an early age – Travel skills – Vocational skills: Vocational skills are taught from an early age

16

Assessment of Individuals with Visual Impairments Snellen chart Functional vision evaluation Literacy media ‒ Large print ‒ Grade 1 Braille ‒ Grade 2 Braille Learning media ‒ Visual ‒ Tactual ‒ Auditory 17

18

19

Educational Considerations Instructional considerations – Communication skills – Social competency – Employability – Independence – Academic progress – Orientation and mobility 20

21

22

23

Young Children with Visual Impairments Early intervention – Individualized Family Service Plan (IFSP) Early childhood programs Programs for young children with visual impairments teach: – Visual and auditory skills, sensory development, fine and gross motor development, social development, receptive and expressive language development, self- help development, daily living skills 24

Transition into Adulthood Transition planning includes: – Vocational training – Postsecondary educational opportunities – Travel skills (orientation and mobility) – Technology – Reading options – Use of community resources – Social adjustment – Independence at home and at work 25

Adults with Visual Impairments Employment possibilities and acquiring job skills Leisure time activities and community participation Orientation and mobility training Using technology 26

Family Issues – Families may need support as they learn to accept and support their child who has a visual impairment. – Families need assistance in finding support programs and programs that will help them to advocate for their children with visual impairments. – Families may also need support during the school years as they learn about educational options and they may wish to learn Braille. 27

Issues of Diversity – Cultural susceptibility to eye diseases: Diet leading to vitamin deficiency, susceptibility to glaucoma or diabetes – Socioeconomic status influences availability of eye care: Families who live in poverty may not have access to health and eye care – Cultural implications: Cultural customs may create barriers, for example, in some cultures, communication is face to face and it would be considered rude to walk while conversing which can interfere with mobility and orientation training. 28

Technology and Individuals with Visual Impairments Assistive technology Technology and content areas PL requires the IEP team to consider the provision of assistive technology devices and services in the development of the student’s IEP. Under IDEA, Braille instruction is required unless the IEP team determines that it is not appropriate after evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media. 29

30

31

Trends, Issues, and Controversies Teacher shortages Orientation and mobility specialist shortages Teachers’ student caseloads Reading and literacy media assessments Vocational training 32